This March 2019 podcast is for anyone who teaches/studies social movements, movement building, labor history, union organizing, non-violent activism, social justice teaching, and direct action for social change! Hear Teamster Local 728 Organizing Director Ben Speight give an overview of union organizing and connections to our current times. He visited my REL/EDU 385: Religion, Education, and Activism class in February 2019 to plug us into the history of workers and why unions are still relevant more than ever.
In Part 2 Torres talks about the origins and work of the UCLA Paulo Freire Institute in social justice education. He discusses his many influences (Gramsci, Marx, liberation theology, Alves, Dussell, Habermas, Bourdieu, Illich, Rawls, Dewey, Gadotti, to name a few), and the new theoretical directions of his graduate students in ecopedagogies and anarchist pedagogies.
From his discipline of the sociology of education, Torres exposes the dilemmas of global citizenship, and the role institutions of higher education play in perpetuating the status quo. In a meeting with Freire soon before his death, Freire gave Torres a second mantra: “We have to confront neoliberalism as the new demon of our times.” Torres shares with us ways to head this call to equity, empowerment, and freedom.
“Theatre is a form of knowledge; it should and can also be a means of transforming society. Theatre can help us build our future, rather than just waiting for it.”—Augusto Boal, Theatre of the Oppressed
Marc Weinblatt has been a professional educator, theatre director, activist, and workshop facilitator since 1980 having extensive experience with both adults and youth. An internationally recognized leader in the use of Augusto Boal’s renowned Theater of the Oppressed (T.O.) to stimulate community dialogue and social change, Marc has worked with diverse communities ranging from police to homeless youth, grassroots organizers and laborers to University deans. Internationally, he has worked with activists in Norway, Holland, and Canada, youth workers in Guatemala, refugees in Azerbaijan, ex-combatants in Northern Ireland, construction workers in South Africa, slum families in India, community workers in the Republic of Congo, and victims of war, among others, in Afghanistan. Marc was named “Cultural Envoy” by the U.S. State Department for his work in the Congo in spring 2010. Marc regularly facilitates T.O. based diversity / anti-oppression workshops in a wide variety of contexts across the U.S. with a commitment to bringing a deep sense of spirit and humanity into social justice work. He also directs the multi-generational Poetic Justice Theatre Ensemble which incorporates T.O. and Playback Theatre techniques to generate community dialogue on burning social issues. One of Augusto Boal’s “multipliers”, Marc has trained thousands of people in the use of Theatre of the Oppressed techniques through his classes and annual week-long intensive trainings since the early 1990′s. Marc is also a dedicated father of 4 beautiful boys. (bio from the Mandala Center for Change website: http://www.mandalaforchange.com/site/about-us/our-team/)
In Part One: Theatre of Liberation, Marc shares his theatre background and outlines Augusto Boal’s Theatre of the Oppressed (TO) and Playback Theatre (founded by Jo Salas and Jonathan Fox). He draws examples from his experience with homeless and lbgtq youth.
In Part 2 of the podcast Professors Case and Rios talk about student and institutional resistance and challenges, along with concrete curricular and teach suggestions for a culturally relevant pedagogy.
Dr. Case’s blog has tons of resources and practical materials and is available at: www.drkimcase.com
Books and Articles:
Carastathis, Anna. 2016. Intersectionality: An Intellectual History. University of Nebraska.
Cole, Elizabeth, Case, Kim A., Rios, Desdamona, Curtin, N. 2011. “Understanding What Students Bring to the Classroom: Moderators of the Effects of Diversity courses on Student Attitudes.” Cultural Diversity and Ethnic Minority Psychology 17/4: 397-405.
Case, Kim A., ed. 2013. Deconstructing Privilege: Teaching and Learning as Allies in the Classroom. Routledge.
Case, Kim A., ed. 2017. Intersectional Pedagogy: Complicating Identity and Social Justice. Routledge.
Cho, Sumi K., Crenshaw, K.W., and Leslie McCall. 2013. “Toward a Field of Intersectionality Studies: Theory, Applications, and Praxis. Signs: Journal of Women in Culture and Society 38/4: 785-803.
Collins, Patricia Hill and Serma Bilge. 2016. Intersectionality: Key Concepts. Polity.
Crenshaw, Kimberlé W. 1991. “Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color.” Stanford Law Review 43: 1241-1299.
Dill, Bonnie Thorton and R.E. Zamrana, eds. 2009. Emerging Intersections: Race, Class, and Gender in Theory, Policy, and Practice. Rutgers University Press.
Dobson, Miriam. “Intersectionality: A Fun Guide.” https://miriamdobson.com/2013/04/24/intersectionality-a-fun-guide/
Granzka, P. 2014. Intersectionality: A Foundation and Frontiers Reader. Westview.
Guidroz, K. and M.T. Berger. 2009. “A Conversation with Founding Scholars of Intersectionality: Kimberlé Crenshaw, Nira Yuval-Davis, and Michelle Fine. Pp. 61-78 in Berger and Guidroz, eds., The Intersectional Approach: Transforming the Academy through Race, Class, and Gender. University of North Carolina Press.
Hancock, Ange-Marie. 2016. Intersectionality: An Intellectual History. Oxford University Press.
May, Vivian. 2015. Pursuing Intersectionality: Unsettling Dominant Imaginaries. Routledge.
Teaching Tolerance 101:
Intersectionality and Supreme Pizza:
This podcast focuses on intersectional pedagogies, and what the consideration of multiple socially-constructed identities and social locations bring to the learning journey. The conversation is with two leaders in the field, Profs. Kim Case and Desdamona Rios of the University of Houston at Clear Lake. Issues of privilege, power, and social justice are all made clearer in the intersections.
Intersectionality is “a complex analysis of both privileged and oppressed social identities that simultaneously interact to create systemic inequities, and therefore lived experiences of prejudice and discrimination, privilege, and opportunities, and perspectives from particular social locations” (Case, Intersectional Pedagogy).
Kim A. Case, Ph.D., is Professor of Psychology at the University of Houston-Clear Lake (UHCL) and director of the Applied Social Issues graduate degree. Prof. Case teaches courses She has won multiple teaching and service awards. Her two co-edited books, Deconstructing Privilege: Teaching and Learning as Allies in the Classroom (Routledge, 2013) and Intersectional Pedagogy: Complicating Identity and Social Justice (Routledge, 2017), bring intersectional theories into pedagogical practices. Kim shows us the practical implications and transformative possibilities of prioritizing intersectional issues of race, class, gender, sexuality and the rest in the college classroom.
Desdamona Rios, Ph.D. is associate professor of Psychology at UHCL. She has a joint doctorate in Women’s Studies and Psychology from the University of Michigan. Her research focus is on narrative identities and promise for Latinx American high school students and LGBTQ college students. Prof. Rios has articles in both of Kim’s edited books; in Deconstructing Privilege: “Recognizing Privilege by Reducing Invisibility: The Global Feminisms Project as a Pedagogical Tool” (with Abigail J. Stewart). In Intersectional Pedagogy she has co-written two articles: “Decentering Student ‘Uniqueness’ in Lessons about Intersectionality” (with M. Bowling and J. Harris) and “Infusing Intersectionality: Complicating the Psychology of Women Course.”
I’ve invited both scholar-activists to guide us through the complicated and vital issues of intersectional theories and practices in the classroom. They discuss issues of student-centered learning environments, the importance of self care, taking risks in the classroom, the current political moment, and social action.
Alice Walker’s definition of womanist:
Jacqui Alexander. Pedagogies of Crossing: Meditation on Feminism, Sexual Politics, Memory and the Sacred. Duke University Press, 2006.
Katie Cannon. Black Womanist Ethics. Atlanta: Scholars Press, 1988.
Kelly Brown Douglas. Stand Your Ground: Black Bodies and the Justice of God. Orbis, 2015.
Jacqueline Grant. White Women’s Christ and Black Women’s Jesus: Feminist Christology and Womanist Response. Atlanta: Scholars Press, 1989.
bell hooks. Sisters of the Yam: Black Women and Self-Discovery. New York: Routledge, 2014.
bell hooks. Teaching to Transgress: Education as the Practice of Freedom. Routledge, 1994.
Zora Neale Hurston. Their Eyes Were Watching God. Harper: 2006.
Cheryl A. Kirk-Duggan. Exorcizing Evil: A Womanist Perspective on the Spirituals. Maryknoll, NY: Orbis, 1997.
Gloria Ladson-Billings. The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass, 2009.
Layli Phillips, ed. The Womanist Reader. New York: Routledge, 2006.
Cheryl J. Sanders. Living in the Intersection: Womanism and Afrocentrism in Theology. Minneapolis, MN: Fortress, 1995.
Alice Walker. In Search of Our Mothers’ Gardens: Womanist Prose. San Diego: Harcourt Brace Jovanovich, 1983.
Traci West. Wounds of the Spirit: Black Women, Violence, and Resistance Ethics. NYU Press, 1999.
Nancy Lynne Westfield, ed. Being Black, Teaching Black: Politics and Pedagogy in Religious Studies. Abingdon, 2008.
Delores Williams. Sisters in the Wilderness: The Challenge of Womanist God-Talk. Maryknoll, NY: Orbis, 1993.
In this second part of the podcast Profs. Westfield and Lockhart-Gilroy go deeper in their discussion of embodied teaching and learning, utilizing womanist epistemologies. Critical race theory provides a framework for understanding the dynamics of race in the classroom. They describe their classrooms as multisensory—honoring the whole selves in the space to make places for the imagination, and the creative mind and body. They leave us with an exploration of what a truly revolutionary womanist pedagogy entails.
The music for part 2 is from “Prayer for Syria” by Paul Myhre, associate director of the Wabash Center for Teaching Theology and Religious Studies. You can find his music at https://www.reverbnation.com/paulomyhre